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Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Elaboration (1) ACLJAC109

using culturally appropriate titles, forms of address and levels of politeness in everyday interactions with the teacher and peers, for example, Smith せんせい、ありがとう　ございます。 Tom くん、ありがとう。Alisa さん、おめでとう。

Elaboration (1) ACLJAC110

playing じゃんけんぽん and using it in interactions such as turn-taking

Elaboration (1) ACLJAC111

understanding and responding to questions using まる/ばつ (○×) and はい/いいえ

Elaboration (1) ACLJAC112

recognising simple kanji, hiragana or words in familiar contexts such as labels and titles

Elaboration (1) ACLJAC113

using simple sentence structures, familiar vocabulary, concrete materials and appropriate gestures to provide information about self and immediate environment, for example, ぼく　の　えんぴつ　です。いぬ　が　すき　です。

Elaboration (1) ACLJAC114

using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ/おに/かっぱ/たぬき/ようかい　です。

Elaboration (1) ACLJAC115

creating digital texts based around familiar contexts and characters using pictures and captions

Elaboration (1) ACLJAC116

using classroom resources such as word banks, visual and online dictionaries, word lists and pictures to translate the meaning of single words and common expressions

Elaboration (1) ACLJAC117

creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning

Elaboration (1) ACLJAC118

comparing aspects of Australian and Japanese children’s lifestyles, such as ways of playing games じゃんけん、eating food (using chopsticks and formulaic language) or addressing family members and friends

identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations

Elaboration (1) ACLJAU120

understanding that the independent nasal sound ‘n’ (ん) has a mora of its own, for example, こんにちは

Elaboration (1) ACLJAU121

understanding that one kana represents a basic unit of Japanese sound

Elaboration (1) ACLJAU122

identifying gender-specific pronouns わたし and ぼく

Elaboration (1) ACLJAU123

recognising that different types of texts have different features, for example, repetition and rhythm in action songs and chants

Elaboration (1) ACLJAU124

understanding that language use varies according to the context and situation, for example, こんにちは。 and もしもし。

Elaboration (1) ACLJAU125

recognising that Japanese uses many loan words from English and other languages, such as ペン、テレビ、ピンク, and that these are pronounced differently by Japanese speakers

Elaboration (1) ACLJAU126

understanding that learning and using Japanese involves becoming familiar with some different ways of communicating, for example, いただきます、ごちそうさま, and also some ways of thinking about things and behaving that may be unfamiliar

Elaboration (1) ACLJAC127

exchanging information and building vocabulary to communicate about self, friends or family, using simple statements such as かぞく　は　六人　です。おとうさん　と　おかあさん　と　おねえさん　と　ぼく　と　いもうと　と　あかちゃん　です。いもうと　は　五さい　です。おかあさん　は　やさしい　です。

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities